Risks and Prospects of Digitalization for Inclusive Education

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Abstract

The article discusses the problem of risks and prospects for the use of digital technologies in inclusive education. The purpose of the analysis was to identify and discuss approaches aimed at solving specific problems of inclusion in the process of inclusive education, i.e. associated with supporting the agency of students, their participation and the creation of an educational environment, both supporting cooperation and subjectivity, and taking into account the diversity of opportunities and needs. The method used was a search in the SCOPUS – Elsevier database for 2019–2021. by keywords inclusive education AND digital learning OR blended learning. There were no quantitative estimates of the distribution of publications by category. Most of the publications found are devoted to the study of digital inclusion of persons with disabilities, although there is a broader understanding of inclusion. When discussing the research results, the drawbacks in the study of the agency of students and its quality in the context of inclusive education are noted, the need to study the risks determined by digital communication, which rigidly sets the communication format (interface, use of avatars) and ways of responding to content (likes, dislikes, etc.), as well as the prospects for the application of the “theory of media richness.”

General Information

Keywords: inclusive education, digital technologies, agency of students, participation, project activities

Publication rubric: Inclusive Education in Digital Environment: Opportunities and Risks

Article type: scientific article

Funding. The reported study was funded by Moscow State University of Psychology and Education.

For citation: Shemanov A.Yu., Samsonova E.V. Risks and Prospects of Digitalization for Inclusive Education. Digital Humanities and Technology in Education (DHTE 2021): Collection of Articles of the II All-Russian Scientific and Practical Conference with International Participation. November 11-12, 2021 / V.V. Rubtsov, M.G. Sorokova, N.P. Radchikova (Eds). Moscow: Publishing house MSUPE, 2021., pp. 250–262.

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Information About the Authors

Alexey Y. Shemanov, Doctor of Philosophy, Professor of the Department of Special Psychology and Rehabilitation, Faculty of Clinical and Special Psychology, Leading Researcher, Scientific Laboratory of the Federal Center for the Development of Inclusive General and Additional Education, Moscow State University of Psychology & Education, Moscow, Russia, ORCID: https://orcid.org/0000-0003-3925-3534, e-mail: shemanovayu@mgppu.ru

Elena V. Samsonova, PhD in Psychology, Leading Researcher of the Federal Center for the Development of Inclusive General and Additional Education, head of the master's program "Tutor support in inclusive education", Moscow State University of Psychology & Education, Moscow, Russia, ORCID: https://orcid.org/0000-0001-8961-1438, e-mail: samsonovaev@mgppu.ru

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